H A N O I U N I V E R S I T Y
Km 9 Nguyen Trai Road, Thanh Xuan, Hanoi, Vietnam
Telephone:(84-4)3854 4338; Fax:(84-4)3854 4550
E-mail: [email protected] ; Website: www.hanu.edu.vn
GRADUATE DIPLOMA ASSIGNMENT COVER SHEET
Family Name: First Name:
Dinh Quynh Mai
Nguyen Trung Duc
Unit Title:
Study of Language
Assignment Title:
Final Assignment – Collaborative Project on Linguistics
Name of Lecturer: Class:
NCS Nguyen Thi Thuy Linh 1PGN51
Date Submitted: Student Contact Telephone No./Student Email Address:
[email protected]
STUDENT DECLARATION
I DECLARE THAT THIS ASSIGNMENT IS ORIGINAL AND HAS NOT BEEN SUBMITTED FOR ASSESSMENT ELSEWHERE.
I DECLARE THAT THIS ASSIGNMENT IS MY OWN WORK AND DOES NOT INVOLVE PLAGIARISM OR COLLUSION.
I GIVE MY CONSENT FOR THE ELECTRONIC VERSION TO BE EXAMINED BY RELEVANT PLAGIARISM SOFTWARE PROGRAMS.
I HAVE MADE A PHOTOCOPY OR ELECTRONIC COPY OF MY ASSIGNMENT, WHICH I CAN PRODUCE IF THE ORIGINAL IS LOST FOR
ANY REASON.
SIGNED: DATED:
MARKS
COMMENTS:.................................................................................................................
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Lecturer’s Signature: ..……………………………………… Date: ………………....
Contents
2
Transcript of a student’s recording..................................................................................................4
Identification of phonetic and phonological errors.........................................................................4
Mispronunciation of schwa sounds.............................................................................................5
Mispronunciations of specific individual sounds........................................................................5
Omitted ending sounds................................................................................................................5
Lack of linking sounds.................................................................................................................6
Incorrect stress patterns...............................................................................................................6
Correcting mispronunciations of schwa sounds..............................................................................6
Auditory discrimination training.................................................................................................7
Repetitive practice and drilling....................................................................................................7
Correcting omitted ending sounds...................................................................................................8
Explicit instruction on word boundaries......................................................................................8
Focused auditory and pronunciation feedback............................................................................9
Correcting lack of linking sounds....................................................................................................9
Phonetic transcription practice....................................................................................................9
Contextual shadowing exercises................................................................................................10
Correcting word stress errors.........................................................................................................11
Stress pattern recognition exercises...........................................................................................11
Multimodal stress perception and production exercises............................................................11
Overall implementation for classroom activities...........................................................................12
Classroom task: Enhancing pronunciation of schwa sounds and ending sounds..........................13
Objective....................................................................................................................................13
Materials....................................................................................................................................13
Group work practice - game: "Pronunciation pathway"............................................................14
Explanation of the task's appropriateness and pedagogical alignment......................................15
References......................................................................................................................................18
Transcript of a student’s recording
https://www.youtube.com/watch?v=Jggwo9HL2wc
3
I was born and raised in Ho Chi Minh city, which is located in the Southern part of
Vietnam. It is a metropolitan area with millions of dwellers. As a matter of fact, I believe
it is the most populated city in Vietnam. The city is open 24-7, and is home to many cafes
and restaurants serving food from all around the world. It has all the entertainment
services young people look for. Entertainment centers as well as beautiful landscapes in
this city can easily be found. I like the city’s dynamic lifestyle: young and busy. It attracts
people because of its open atmosphere, a diverse culture and so on. This city provides
everyone with so many opportunities to build up their careers, especially young people.
LEGENDS
Schwa sounds
Ending sounds
Individual sounds
Word stress
Identification of phonetic and phonological errors
Upon analyzing the recording of the student's reading, I identified several errors in terms
of phonetics and phonology. These errors can be categorized into the following types:
mispronunciation, omitted sounds, lack of linking and incorrect stress.
Mispronunciation of schwa sounds
The student had difficulty with schwa sounds, which is the most common vowel sound in
English, often used in unstressed syllables. Mispronunciations were observed in the
following words:
- "a" (initial article) where it sounded more like /ɝː/ instead of the typical schwa
sound /ə/.
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- "metropolitan" where the schwa in the second syllable was pronounced with a more
open vowel sound, impacting the word's rhythm.
- "can", "easily", "atmosphere", "opportunities", "culture", and "careers" where the
schwa was replaced with a different vowel sound.
Mispronunciations of specific individual sounds
Errors in individual phonetic sounds were also observed, including:
The /e/ sound in "dwellers" which sounded more like /æ/.
The /æ/ sound in "fact" which was pronounced as /ɛ/.
The /p/ sound in "people" was not articulated sharply.
The /ɝː/ sound in "world" where the retroflex aspect of the sound was not evident.
The /ʌ/ sound in "culture" which was pronounced as /u:/.
The /ʃ/ sound in "especially" which was pronounced as /s/.
Omitted ending sounds
There were instances of missing final consonants, particularly /s/ and /z/, causing a loss
of clarity in certain words. Examples include:
"as", where the final /s/ was dropped.
"is", where the /z/ sound was omitted.
"diverse", which was pronounced without the final /s/.
“atmosphere”, where the /s/ sound was omitted
Lack of linking sounds
The student did not employ linking sounds, which can create a smoother flow in English
speech. The following instances show a lack of linking:
In "as a", where the /z/ sound in "as" was not linked with the vowel "a", creating a
break.
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In "is a", where the /z/ sound was not linked with the following vowel, leading to a
choppy rhythm.
Incorrect stress patterns
Additionally, the student applied incorrect stress to some multisyllabic words, affecting
the natural flow and rhythm of the passage:
In "metropolitan", the stress was on the first syllable instead of the third.
In "area", the stress was on the second syllable rather than the first.
In "dynamic", the stress was incorrectly placed on the first syllable instead of the
second.
These errors in phonetic and phonological accuracy suggest a need for targeted practice
to improve pronunciation and stress patterns in English.
Correcting mispronunciations of schwa sounds
The schwa sound poses significant challenges for Vietnamese learners of English to
pronounce, essentially due to its absence in the Vietnamese language. In order to address
this issue, certain pedagogical strategies including auditory discrimination training and
repetitive practice are warranted.
Auditory discrimination training
Auditory discrimination training is a method that focuses on enhancing the learners’
ability to differentiate between the schwa and other similar vowel sounds. This practice is
often seen in the form of minimal pairs exercises, where students listen to and repeat
words that differ only in vowel sound, such as "cut" /ʌ/ versus "cat" /æ/. Such a method
can be extended to include words containing the schwa. The minimal pairs exercises for
this sound are often to discern between /i/ and /ə/, such as “enemy” /ˈen.ə.mi/ versus
“enema” /ˈen.ə.mə/. Despite this limitation, this type of exercise can be still useful in
helping students understand the correct pronunciation of the schwa sound and form their
habit of pronouncing it in words.
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To reinforce these distinctions, teachers can utilise technology such as computer-assisted
pronunciation training software like Elsa Speak, which provides immediate feedback and
visual analysis of the student’s input. These tools help students see the acoustic features
of the schwa sound, facilitating a better understanding of how it differs from other
sounds, especially the unstressed ones like the /i/. According to Duong et al. (2021), such
activities enhance auditory discrimination capabilities, which are vital for enhancing the
accuracy of students’ articulation of unfamiliar phonemes, in this case, the schwa sound.
Repetitive practice and drilling
In addition to auditory training, repetitive practice and drilling further improves the
correct production of the schwa sound. This strategy involves structured repetition of
target words and phrases incorporating the target phoneme. The repetitive process should
start from isolated words and progressively moving to phrases and sentences, allowing
for more accurate pronunciation in various linguistic contexts. This approach aligns with
behaviourist learning theories by Skinner (1957), which argue that language learning
largely results from habit formation through consistent practice and reinforcement. Tran
& Nguyen (2022) also noted that target practice using phonetic drills allows learners to
internalise the physical aspects of sound production more effectively, helping them
overcome phonetic barriers imposed by their first language, particularly for some non-
existent sounds like the schwa.
The concerted effect of auditory discrimination training and repetitive drilling strategies
presents a comprehensive approach to correcting schwa sound mispronunciation in this
group of Vietnamese learners. They can not only recognise but also produce the schwa
sound more accurately thanks to these methods exposing them to both the perceptual and
productive aspects of pronunciation of this sound.
Correcting omitted ending sounds
Vietnamese learners of English in general and the student in this context in particular
often struggle with the pronunciation of ending sounds, a critical aspect that impacts the
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clarity and intelligibility of their English speaking. There are certain tailored pedagogical
approaches to effectively address this issue, such as focusing on explicit instruction on
word boundaries and focused auditory and pronunciation feedback.
Explicit instruction on word boundaries
A foundational step in correcting the omission of ending sounds is to demonstrate how
these sounds in English are crucial in distinguishing between words that may otherwise
sound similar. For instance, the disparity between “used” /juːzd/ and “use” /juːs/ can alter
the meaning of a sentence significantly, as one small ending sound /d/ signifies a different
tense, making clear pronunciation essential. If the ending sound is not accurately
enunciated, further grammatical mistakes and meaning-changing errors might occur.
During lessons, teachers should employ minimal pair exercises, the same method used in
correcting the omission of the schwa sound to reinforce the auditory distinctions learners
need to make. This explicit teaching assists learners understand the structural aspects of
English pronunciation, facilitating better retention and application.
Focused auditory and pronunciation feedback
In tandem with explicit instruction, providing focused feedback is also crucial. This
approach involves continuous and specific feedback on learners’ pronunciation during
speaking exercises, ideally through interactive teacher-student activities or recordings as
homework. Once again, technology can play a vital role here, with programs such as Elsa
Speak providing real-time corrective feedback.
Regular feedback sessions where students are made aware of pronunciation mistakes and
are shown how to correct them help encourage active learning and self-correction. As the
focus of this session is on accuracy, it is essential that such feedback be immediate and,
more importantly, constructive to foster a supportive learning environment. The
effectiveness of immediate feedback in pronunciation training is noted in the research by
Saragih et al. (2011) in their research on the use of the Elsa Speak app in students’
speaking accuracy and fluency.
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By implementing these strategies, English learners are not only aware of the importance
as to why they should pronounce ending sounds but also provided with the correct
instruction on how to pronounce these sounds accurately in their spoken language.
Correcting lack of linking sounds
The absence of linking sounds in Vietnamese learners’ English is common, creating a
choppy and stilted flow that hinders the natural articulation of language sounds. In order
to address this issue, certain effective strategies are warranted, including contextual
listening and shadowing exercises.
Phonetic transcription practice
Phonetic transcription exercises involve teaching students to write down what they hear
using phonetic symbols, focusing on the connections between words. This approach
assists learners visually identify where sounds are linked, improving their understanding
of speech flow in English. For example, learners can transcribe a sentence like “I need it
tomorrow” noting how “need it” might sound like “needit.” Exercises of this kind can be
particularly effective as it forces learners to be extremely focused on the subtleties of
spoken language, which are often overlooked and lead to the absence of linking sounds in
their speech.
This practice can be done in the classroom settings through interactive listening sessions
with students listening to short audio clips and then writing down their phonetic
transcriptions. Teachers can later review these transcriptions with the class to highlight
areas where linking happens and discuss its importance for maintaining speech fluidity.
Not only does this method improve learners’ listening and writing skills but also deepens
their awareness of linking sounds, making it easier for them to practise later.
Contextual shadowing exercises
Shadowing exercises of this kind often involve students listening to and, in tandem,
repeating spoken English from a fluent speaker. This method is highly effective for
practice linking sounds, as noted by Sugiarto et al. (2020), because it allows for the
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imitation of the rhythm and intonation of native speakers, essential factors to determine
good linking sounds. Shadowing can be particularly beneficial, according to Kadota
(2019), when it includes longer stretches of dialogue or monologue, thanks to its
provision on context for natural use of linking sounds in conversation.
Teachers can implement shadowing exercises by choosing audio recordings that are clear
and at a suitable pace that suits the learners’ level. Students should first listen to the
recordings to familiarise themselves with the content and then try to shadow the speech,
trying to maintain the same speech rate and incorporate linking sounds as heard in the
recording. Overtime, these drilling exercises help students improve their spoken fluency
and reduce the fragmentation of speech of their verbal articulation.
By employing phonetic transcription practice and contextual shadowing exercises,
educators can significantly improve the ability of Vietnamese learners to pronounce
English phrases and sentences with proper linking sounds. These techniques not only
improve pronunciation but also boost overall oral fluency, making the speech of learners
more native-like and coherent.
Correcting word stress errors
Word stress is a commonly known feature of any word articulation in English. However,
even though learners can recognise word stress when directly looking at the word itself,
not all of them are able to articulate the word with correct word stress. To help learners
overcome challenges with word stress, teachers can employ pattern recognition exercises
and interactive stress manipulation activities.
Stress pattern recognition exercises
Exercises to aid the recognition of stress patterns are designed to help learners identify
and understand the rules and patterns of word stress in English. This method involves
using visually supported materials, such as colour-coded texts, where different colours
signify stressed and unstressed syllables. Learners, for example, might work with a
sentence in real-life contexts where the stress difference in the words may change their
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function and meaning, such as “record” (noun) versus “record” (verb). This exposure to
the stress patterns, complemented by the colour-coding features, can enhance learners’
pronunciation in ways that enhance their overall communicative effectiveness, as noted
by Lewis & Deterding (2018) in their research on the importance of focusing on stress
patterns.
Multimodal stress perception and production exercises
To complement stress recognition training, multimodal resources can be used to enhance
learners’ perception and production of correct stress patterns. In their research on Chinese
EFL students, Bu & Zhou (2021) suggest that multimodal exercises, including
audiovisual aids such as videos to highlight how native speakers stress different words
and phrases, help learners from tonal language backgrounds, in this case, Vietnamese,
overcome their initial difficulties with stress perception and production. These tools, with
their integration of auditory and visual information, allow learners to overcome their
immediate “stress-deafness”, an inability to recognise stress patterns, and thus improve
one’s ability to perceive and replicate stress-focused articulation in English more
accurately.
The implementation of these pedagogical strategies can help teachers address and correct
word stress errors of their students’ speech, thereby improving their speaking skills.
Methods of these kinds not only improve learners’ pronunciation but also align with
holistic language teaching practices that foster better overall communicative goals of
many learners.
Overall implementation for classroom activities
Successful integration of pronunciation improvement strategies in the classroom hinges
on the consistent application of interactive activities and comprehensive feedback
mechanisms. Whether addressing schwa sounds, ending sounds, linking sounds, or word
stress, the effectiveness of these methods is markedly enhanced by engaging learners
through active engagement and consistent feedback.
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Interactive classroom activities serve as the cornerstone of these approaches. By
involving students in dynamic exercises such as phonetic transcription, shadowing, stress
manipulation, and pattern recognition, teachers can create an engaging learning
environment where students actively participate and apply their phonetic knowledge in
their speech.
Equally crucial is the role of consistent feedback, which should be diverse to include
insights from teachers, peers, and the learners themselves. Teacher feedback is vital for
providing expert correction and guidance, while peer feedback fosters a collaborative
learning setting with students learning from each other’s perspectives and corrections.
Self-assessment is also encouraged as it fosters independence and helps learners develop
critical listening and analytical skills. This feedback loop ensures that students receive
regular, constructive critiques that guide their progress and highlight areas needing
attention.
By integrating these interactive activities and feedback mechanisms into regular teaching
practices, teachers can enhance the pronunciation skills of their students across various
linguistic features. These strategies not only improve individual pronunciation but also
boost overall communicative competence, ensuring that learners are able to use English
effectively in real-world contexts.
Classroom task: Enhancing pronunciation of schwa sounds and
ending sounds
Objective
This task aims to improve Vietnamese learners’ pronunciation accuracy by focusing on
the correct articulation of the schwa sounds and the clarity of ending sounds in English
words and phrases. This task will improve students' spoken English intelligibility and
fluency through engaging exercises that highlight the potential for humorous
misunderstandings due to pronunciation errors.
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Materials
A set of printed cards with humorous sentences emphasizing schwa and ending
sounds.
Audio recordings of each sentence for accurate pronunciation models.
Recording devices (smartphones or tablets can be used).
Whiteboard and markers.
A large classroom space arranged with stations for different levels of
pronunciation challenges
Words and sentences for the activity
Level 1 (simple words with schwa): sofa, about, supply, animal
Level 2 (simple words with ending sounds): ends, tests, fixed, bags
Level 3 (complex words with schwa): photographer, economical, elaborate, supportive
Level 4 (complex words with ending sounds): laughs, watches, buzzes, pitches
Level 5 (simple sentences with schwa):
"He must record his record."
"Can you desert the dessert in the desert?"
"She's an expert at using an export."
Level 6 (simple sentences with ending sounds):
"She sells seashells by the seashore."
"The old man mows meadows."
"He closes the closet."
Level 7 (complex sentences with schwa):
"The conductor on the product conducted a productive meeting."
"The president presents a present."
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"A delicate delegate was delegated to deal with the delicate issue."
Level 8 (complex sentences with ending sounds):
"He plants peaches on beaches."
"The chef looks at books for broccoli."
"The cats that catch snacks."
Group work practice - game: "Pronunciation pathway"
Game setup
Arrange the classroom with stations labeled from Level 1 to Level 8, each containing
multiple cards with the words sentences provided. Stations should be spaced out to
encourage movement.
Provide each group with a recording device to capture their pronunciations for playback
and review.
Game procedure
Introduction (5 minutes)
Introduce the concept of schwa and ending sounds, emphasizing their importance
in spoken English.
Demonstrate a few sentences, playing the audio recordings and articulating where
the schwa and ending sounds occur.
Pronunciation pathway (20 minutes):
1. Divide students into small groups of 3-4.
2. Each group starts at Level 1, progressing through the pathway only after
successfully pronouncing the sentences at each station.
At each station
1. One student reads a word or sentence aloud.
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2. The group discusses and decides on the best pronunciation, attempting to avoid the
humorous misinterpretations.
3. They record their attempt and play it back, comparing it to the model recording.
4. A group member rings a bell or raises a hand to signal the teacher for a quick
review. If correct, the group moves to the next station.
5. Encourage groups to use expressive intonation and clear pronunciation, focusing
on the critical sounds.
Review and reflection (5 minutes)
1. Once all groups have completed the pathway, regroup for a collective discussion.
2. Replay some of the recorded attempts, highlighting successful pronunciations and
discussing why particular mispronunciations could lead to humorous outcomes.
3. Discuss strategies to remember correct pronunciation patterns.
Explanation of the task's appropriateness and pedagogical alignment
Appropriateness of the task
The "Pronunciation pathway" activity is specifically designed to focus on the articulation
of schwa sounds and the clarity of ending sounds of Vietnamese students learning
English. The selection of sentences that can lead to humorous misunderstandings when
mispronounced not only makes the learning process engaging and relatable but also
underscores the importance of precise pronunciation in everyday communication. This
approach directly targets the lesson’s aim to enhance spoken English intelligibility and
fluency, crucial for effective communication.
Pedagogical solutions
The activity incorporates interactive methods and practical exercises that are pivotal in
pronunciation training. By moving through progressively challenging levels, students
apply their learning in a scaffolded manner, which helps to build their confidence and
skills incrementally. Each component of this activity is designed to engage students in a
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manner that systematically builds their pronunciation skills, reflecting the pedagogical
strategies discussed in previous sections.
Auditory discrimination training: Students practice discerning subtle sound differences
through comparative listening between model recordings and their own, enhancing their
auditory discrimination.
Repetitive practice and drilling: The progression through stations ensures repetitive
articulation of target sounds, reinforcing correct pronunciation through continual practice.
Explicit instruction on word boundaries: Initial demonstrations provide clear examples
of how mispronunciations can alter meanings, emphasizing the linguistic structure of
English.
Focused auditory and pronunciation feedback: Feedback is integrated through peer
assessments, teacher interventions, and self-evaluations using recordings, promoting an
active cycle of feedback and refinement.
Scaffolding and Bloom’s Taxonomy
Scaffolding: Begins with teacher-led demonstrations and progresses to more student-
driven learning, with guided practice transitioning to independent tasks.
Bloom’s Taxonomy: This activity aligns with several levels: remembering and
understanding pronunciation rules, applying these rules in practice, analyzing and
evaluating peer and personal pronunciation, and creating accurate articulation
independently.
This structured approach ensures that the task not only meets the specific aims of the
lesson—improving pronunciation accuracy and fluency—but also adheres to sound
pedagogical practices that encourage active learning, critical thinking, and self-directed
improvement. Through this method, the activity fosters an engaging, supportive, and
challenging learning environment that enhances students' phonetic skills effectively
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References
Bu, Y., & Zhou, Z. (2021). A study of Chinese EFL learners’ problems with stress
acquisition. System, 96, 102392.
Duong, T. M., Tran, T. Q., & Nguyen, T. T. P. (2021). Non-English majored students’ use
of English vocabulary learning strategies with technology-enhanced language learning
tools. Asian Journal of University Education, 17(4), 455-463.
Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement.
Kadota, S. (2019). Shadowing as a practice in second language acquisition: Connecting
inputs and outputs. Routledge.
17
Lewis, C., & Deterding, D. (2018). Word stress and pronunciation teaching in English as
a lingua franca contexts. CATESOL Journal, 30(1), 161-176.
Saragih, M., Sipayung, K., & Manurung, L. W. (2023). The effect of using Cake and
ELSA Speak application on students’ pronunciation skills at the eighth grade of SMP
Negeri 25 Medan. Journey: Journal of English Language and Pedagogy, 6(3), 634-647.
Sugiarto, R., Prihantoro, P., & Edy, S. (2020). The impact of shadowing technique on
tertiary students’ English pronunciation. Linguists: Journal Of Linguistics and Language
Teaching, 6(1), 114-125.
Tran, T. K. L., & Nguyen, A. T. (2022). Common mistakes in pronouncing English
consonant clusters: A case study of Vietnamese learners. CTU Journal of Innovation and
Sustainable Development, 14(3), 32-39.
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